GÖRSEL SANATLAR DERSİNDE DUYUŞSAL DAVRANIŞ EĞİTİMİNİN ÖĞRENCİ ÇALIŞMALARINA YANSIMASI
THE REFLECTION OF AFFECTIVE BEHAVIOR EDUCATION ON STUDENT STUDIES IN VISUAL ARTS LESSON

Summary/Abstract: Affective behaviors refer to the part of one’s attitudes and behaviors related to emotions. Affective behaviors reflect one’s personality traits. Children develop personality traits at an early age in the family and school environment. Therefore, school curricula should include activities for the development of cognitive abilities related to knowledge and affective behaviors related to values and emotions. Visual arts lessons are very suitable for affective behavior education. They allow children to express their feelings and thoughts as they are and to interact with their friends because they are delivered in workshops. This study aimed to determine how affective behavior education in visual arts classes affected students' drawings. The research was limited to empathy, one of the affective behaviors. The study employed a mixed research design. In the quantitative part, it adopted a single-group pretest-posttest experimental design. In the qualitative part, it employed theme analysis. Since this was an experimental study, data were collected using a single-group pretest-posttest method. In addition, interview data, as well as written and visual documents (story completion and drawing), were collected by asking questions in the classroom environment. The qualitative data were analyzed using the thematic analysis method. The quantitative data were analyzed using percentage and frequency values. The data were analyzed using the Statistical Package for Social Sciences (SPSS). The results showed that participants had significantly higher post-test story completion and drawing scores than the pretest scores, indicating an increase in their empathy levels.

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